专题01阅读理解（应用文）（期末真题汇编）高二英语下学期人教版

**基本信息** 高二下期末英语阅读理解汇编，涵盖人与自我、社会、自然三大主题，精选广东、海南等地期末真题，以酒店推荐、学生项目、文化遗产等真实情境考查信息获取与分析能力。 **题型特征** |题型|题量/分值|知识覆盖|命题特色| |----|-----------|----------|----------| |阅读理解选择题|36题|应用文（广告/指南/介绍）、跨文化交际、环境话题|基础题考查细节定位（如Hjem餐厅特色），能力题涉及推理判断（如项目共同点分析），素材贴近生活且具地域代表性|

专题01阅读理解（应用文） 主题01 人与自我：生活与学习，做人与做事 Passage 1 【文本导读】 本文是一组应用文，包含一位学生在网站上发布的求助帖以及另一位网友Sarah的回复。Paul因课程学习困难而陷入深深的焦虑和自我怀疑，而Sarah则从不同角度为他提供了看待问题的新视角，引导学生正确面对学习中的挫折。 答案与解析： 1.答案：C 解析： 细节理解题。Paul在求助帖中提到“No matter how hard I work, I can‘t seem to understand my course material”，核心问题是他无法理解课程内容，与C项“理解事物有困难”意思一致，故选C。 2.答案：D 解析： 细节理解题。Sarah在回复中写道“What if the process of thinking freely, without fear of judgment, is where real growth happens?”这句话直接表达了她认为人们应该自由思考而不惧评判的观点，故选D。 3.答案：A 解析： 推理判断题。Paul在“Answers 4U”网站上发帖求助，Sarah以回复的形式给予建议，两人是通过网络平台产生互动的陌生人，并未表明是同学或同乡，故选A。 Passage 2 【文本导读】 本文是一篇说明性应用文，介绍了从羽毛笔到圆珠笔的书写工具发展历程。文章以时间顺序呈现了不同时期学生使用的书写工具及其优缺点，引导学生了解技术发展如何改变学习方式。 答案与解析： 1.答案：B 解析： 细节理解题。根据“Quill pens”部分，“The points needed constant re-sharpening”和“drops of ink often stained the page”说明羽毛笔需要不断削尖且容易弄脏页面，故选B。 2.答案：C 解析： 细节理解题。根据“Chalk”部分，“when paper was not easily available, chalk was widely used in classrooms”，故选C。 3.答案：B 解析： 推理判断题。根据“Ballpoint pens”部分，“Three inventors took almost sixty years to finally solve these problems in the early 1950s”说明圆珠笔在20世纪50年代早期被完善，故选B。 主题02 人与社会：文化、社会服务与人际沟通 Passage 1 【文本导读】 本文是一则社区志愿者招募广告，介绍了“阳光社区帮扶计划”的具体内容、志愿者职责、报名方式等信息。文章通过清晰的结构和具体的要求，引导学生理解志愿服务的社会价值，培养社会责任感和人际沟通能力。 答案与解析： 1.答案：B 解析： 细节理解题。根据文章第二段第一句“Our program focuses on providing companionship and practical assistance to seniors who live alone”可知，该项目的主要目的是为独居老人提供陪伴和实际帮助，故选B。 2.答案：B 解析： 细节理解题。根据“Volunteer Requirements”部分，“Able to commit 2-3 hours per week for at least 3 months”是明确列出的要求之一，故选B。A项“过往志愿服务经历”未提及；C项“年满18岁”错误，实际要求是16岁；D项“拥有汽车”未提及。 3.答案：A 解析： 推理判断题。根据李伟的感言“I used to be shy, but now I feel confident talking to people of all ages”可知，志愿服务让他变得更加自信，能够与不同年龄段的人交流，故选A。 Passage 2 【文本导读】 本文是一篇应用文，介绍了一项语言交流项目的基本情况、参与要求、报名流程和注意事项。该项目允许学生两人一组学习对方的语言，通过每周会面和记录学习进展来提升语言能力和跨文化沟通技能。 答案与解析： 1.答案：D 解析： 细节理解题。根据第一段第一句“The Language Exchange Programme allows students in pairs to communicate in two different languages they wish to share and learn each week”可知，该项目的核心是让学生练习语言技能，故选D。 2.答案：B 解析： 细节理解题。根据“Requirements for completion”部分，“18 weekly one-hour pair meetings”是完成项目的明确要求之一，故选B。 3.答案：A 解析： 细节理解题。根据“Sign up!”部分第一点“Students sign up and indicate the languages they can share and languages they are interested in learning”可知，注册时需要表明自己感兴趣的语言，故选A。 主题03 人与自然：环境与探索 Passage 1 【文本导读】 本文是一则应用文，介绍了一项在奥林匹克国家公园开展的环境科学项目。该项目通过丰富的户外实践活动，让学生亲身探索森林、河流和湖泊生态，在体验中建立与自然的联系，培养环境保护意识。 答案与解析： 1.答案：A 解析： 细节理解题。根据第一段“offers students the opportunity to engage in inclusive, hands-on learning experiences”以及整个项目的活动介绍（如森林考察、岩石识别、河流探索等）可知，学生们将参与动手实践活动，故选A。 2.答案：C 解析： 细节理解题。根据“Early evening”部分明确写道“A family-style dinner in the historic Rosemary Inn gives everyone a chance to share their trail stories”，可知傍晚安排的是家庭式晚餐，故选C。 3.答案：A 解析： 细节理解与计算题。2月26日属于Off-peak season（9/1-3/31）。根据价格表，3-day, 2-night项目：Off-peak Student为302，Off−peakAdult为274。两人合计302+274 = $576，故选A。 Passage 2 【文本导读】 本文是一篇新闻报道，讲述了英国一对养猪场兄弟将一半农场土地改种野花，成功养活了100万只蜜蜂的故事。文章展示了个人行动对生态保护的积极影响，引导学生思考人与自然和谐共处的方式。 答案与解析： 1.答案：B 解析： 细节理解题。根据第一段“Four years ago, brothers Mark and Paul Hayward decided to fill 81 acres of their farm land with wildflowers”可知，四年前兄弟俩决定在81英亩土地上种植野花，故选B。 2.答案：C 解析： 细节理解题。根据第三段“The brothers say they have seen other wildlife return to their farm, including birds, butterflies and even deer”可知，野花种植项目吸引了许多其他野生动物回归农场，故选C。 3.答案：C 解析： 细节理解题。根据最后一段“You don‘t need to turn all your land over to wildflowers...Even small changes can make a big difference”以及“set aside just a small area for nature”可知，Mark Hayward的建议是即使是小块区域也能产生积极影响，故选C。 主题01 人与自我：生活与学习，做人与做事 Passage 1 【文本导读】 本文是一篇议论文，探讨了数字时代学生面临的注意力分散问题。文章分析了互联网对学生信息处理能力的负面影响，并对比了传统学习方式与现代技术辅助教学的效果，引导学生思考如何在数字时代保持深度思考能力。 答案与解析： 1.答案：B 解析： 细节理解题。根据第一段“the Internet allows them to quickly find information at the cost of significant distraction in class”，互联网的负面影响是导致课堂分心，故选B。 2.答案：B 解析： 细节理解题。根据第四段“A 2014 study found taking notes in longhand helped students retain information better than using a laptop”，手写笔记比使用笔记本电脑更有助于信息记忆，故选B。 答案：D 3.解析： 主旨大意题。文章最后一段指出“Teachers have no choice but to upgrade themselves, not only to ensure students can access and take advantage of new technologies, but to educate students to succeed in a world constantly trying to distract them”，核心观点是教师需要提升自己以帮助学生在分心的世界中成功，故选D。 Passage 2 【文本导读】 本文是一篇应用文，介绍了四位才华横溢的街头艺术家及其艺术风格。文章展示了艺术家如何通过街头艺术表达自我、传递信息，引导学生思考艺术与自我表达的关系。 答案与解析： 1.答案：B 解析： 细节理解题。根据Banksy部分，“His identity remains unknown, which adds to his mystery and appeal”，班克西的独特之处在于他的身份一直不为人知，故选B。 2.答案：B 解析： 细节理解题。根据Hyuro部分，“large-scale murals often dealt with themes of womanhood, motherhood, and social justice”，Hyuro的壁画主题常涉及女性身份、母性和社会正义，故选B。 3.答案：B 解析： 细节理解题。根据Vhils部分，“Instead of painting onto surfaces, he removes layers of plaster and brick to create images”，Vhils通过移除墙壁表面的灰泥和砖块层来雕刻图像，而非传统地在表面上绘画，故选B。 主题02 人与社会：文化、社会服务与人际沟通 Passage 1 【文本导读】 本文介绍了Jane Jacobs对成功城市社区的核心理念，强调人际互动、社区自治、街道设计和空间多样性对城市活力的重要作用。文章引导学生思考城市规划如何促进人际沟通，以及居民在社区建设中的主体作用。 答案与解析： 1.答案：B 解析： 细节理解题。根据第一段第二句“At the heart of her vision is the idea that urban life should be an energetic and rich affair, whereby people are able to interact with one another”可知，Jacobs认为成功城市社区的核心是人与人之间的互动，故选B。 2.答案：A 解析： 细节理解题。根据第二段“The best judges of how a city should be—and how it should develop—are the local residents themselves”可知，Jacobs认为城市发展决策应该由当地居民做出，故选A。 3.答案：C 解析： 推理判断题。根据最后一段“They are also safe places to be, because the higher density means that there are more ’eyes on the street‘”可知，“街道上的眼睛”带来的是安全感，security是对safe的同义转述，故选C。 Passage 2 【文本导读】 本文是一篇记叙文，讲述作者在机场因主动让出超售航班的座位而获得意外回报的经历。文章体现了“善意传递，回报自然”的主题，引导学生理解社会服务与人际沟通中善意行为的意义和价值。 答案与解析： 1.答案：B 解析： 推理判断题。根据第三段，作者在看到带婴儿的年轻夫妇、焦虑的商人和困惑的老妇人后决定让出座位，并感到高兴“all the other passengers could now board their flight”，这说明作者让座是因为看到其他乘客更需要这个座位，故选B。 2.答案：A 解析： 词义猜测题。根据第四段，“I got a lot of work done. I answered emails, finished a report, and even started reading a book”，这些都是在等待期间完成的工作，说明作者高效利用了这段时间，这是一个积极的结果，故选A。 3.答案：C 解析： 主旨大意题。文章讲述了作者主动让座的善举最终带来了代金券和升舱的意外回报，结尾点明“when you help others, you often end up helping yourself, too”，核心主旨是善意会带来积极回报，故选C 主题03 人与自然：环境与探索 Passage 1 【文本导读】 本文是一篇说明文，探讨了植物在受到昆虫攻击时的自我防御机制，以及植物之间进行交流、学习和形成记忆的能力。文章引入了一个科学争论：植物是否具有“智慧”？引导学生思考智慧的定义以及生物多样性的复杂性。 答案与解析： 1.答案：A 解析： 细节理解题。根据第二段“It even produces chemicals to repel the attackers and may attract other insects to help”可知，树木通过释放化学物质来驱赶攻击者并吸引天敌昆虫来帮助防御，故选A。 2.答案：B 解析： 推理判断题。第四段提到含羞草在经过反复触碰无害水滴后会停止反应，这个实验例子的目的是支撑“植物可以学习和形成记忆”这一观点，故选B。 3.答案：C 解析： 主旨大意题。全文围绕植物是否能进行交流、学习、记忆等行为展开，并在最后明确提出核心问题“does this mean that plants are intelligent?”，故选C。 Passage 2 【文本导读】 本文是一篇说明文，介绍了一项利用虚拟现实技术帮助儿童学习火灾逃生知识的创新项目。研究表明，超过80%的参与儿童在体验后更有信心做出安全决策。文章展示了科技在环境安全教育和自我保护能力培养方面的应用价值。 答案与解析： 1.答案：A 解析： 细节理解题。根据第二段“They participate in a series of problem-solving activities to help save and protect themselves and the dog”可知，VR体验通过让学生在模拟情境中参与问题解决活动来教育他们，故选A。 2.答案：D 解析： 观点态度题。根据第四段Weber所说“Well-designed VR can provide an opportunity for children to...all incredibly valuable learning tools”以及最后一段“we can help empower children”可知，Weber认为VR体验非常有价值，意义重大，significant符合其态度，故选D。 3.答案：C 解析： 推理判断题。根据最后一段Weber所说“we can help empower children to understand the risks and realize they can help”可知，VR体验可以帮助儿童理解风险并意识到自己能够采取行动，故选C。 / 学科网（北京）股份有限公司 $ 专题01阅读理解（应用文） 主题01 人与自我：生活与学习，做人与做事 Passage 1 （24-25高二下·河北秦皇岛市崇德实验中学·期末） Post from Paul on the “Answers 4U” website: I‘m really worried. No matter how hard I work, I can’t seem to understand my course material. I try and try, but nothing sinks in. I‘m starting to think there’s something wrong with me. Maybe I‘m just not cut out for this. I lie awake at night worrying that I’m going to fail. What‘s the point of even trying anymore? Reply from Sarah: Hi Paul, I hear your frustration, and I want to share a different way of thinking about this. First, the fact that you’re trying so hard tells me that you care deeply. That‘s not a weakness—it’s a strength. But I wonder if your fear of being “wrong” is actually getting in your way. I‘ve learned that real learning doesn’t happen when we‘re terrified of making mistakes. It happens when we give ourselves permission to explore, to be curious, to try things and fail. You mentioned wanting to understand the “right answer” to every question. But what if there isn’t always one single right answer? What if the process of thinking freely, without fear of judgment, is where real growth happens? My advice? Stop measuring yourself against some perfect standard that doesn‘t exist. Take a breath. Let yourself be a beginner. Ask the “stupid” questions. Make mistakes. That‘s not failure—that’s how learning actually works. You‘ve got this. Not because you’ll never struggle, but because you‘re willing to keep showing up. 1.What problem does Paul have? A. He worries about his career life. B. He considers himself not creative. C. He has difficulty understanding things. D. He will fail his course however hard he works. 2.What can we learn from Sarah’s reply? A. She doesn‘t understand why Paul is afraid. B. She believes each question has the right answer. C. She thinks people should often reflect on their ideas. D. She thinks people should think freely without fear of judgement. 3.From the passage we know that ________. A. Paul and Sarah are strangers B. Paul and Sarah have the same idea C. Paul and Sarah are college classmates D. Paul and Sarah are from the same place 【文本导读】 本文是一组应用文，包含一位学生在网站上发布的求助帖以及另一位网友Sarah的回复。Paul因课程学习困难而陷入深深的焦虑和自我怀疑，而Sarah则从不同角度为他提供了看待问题的新视角，引导学生正确面对学习中的挫折。 答案与解析： 1.答案：C 解析： 细节理解题。Paul在求助帖中提到“No matter how hard I work, I can‘t seem to understand my course material”，核心问题是他无法理解课程内容，与C项“理解事物有困难”意思一致，故选C。 2.答案：D 解析： 细节理解题。Sarah在回复中写道“What if the process of thinking freely, without fear of judgment, is where real growth happens?”这句话直接表达了她认为人们应该自由思考而不惧评判的观点，故选D。 3.答案：A 解析： 推理判断题。Paul在“Answers 4U”网站上发帖求助，Sarah以回复的形式给予建议，两人是通过网络平台产生互动的陌生人，并未表明是同学或同乡，故选A。 Passage 2 （24-25高二下·江苏省南京市金陵中学·期末） Writing across Time When students today need to take notes, they simply reach for their ballpoint pens. For students in the past, writing instruments were not so convenient. Quill pens Quill pens were made from large bird feathers. Students sharpened the quills with knives and then dipped them into pots of ink to write. The points needed constant re-sharpening and each dip of the quill provided only enough ink to write one word. Besides these problems, drops of ink often stained the page. Yet, people used quill pens for more than a thousand years. Can you imagine writing with a quill pen? Brush pens Chinese students traditionally used brush pens to practice writing characters. Unlike quill pens, brush pens had soft bristles that made smooth lines. Students dipped their brush pens in a pool of ink on an inkstone and then wrote. Chalk In the 19th and early 20th centuries, when paper was not easily available, chalk was widely used in classrooms. Teachers wrote with chalk on blackboards while students practiced writing and maths on their own slates (石板). Fountain pens In the 19th century, fountain pens finally replaced quills on school desks. However, even with fountain pens, ink still often spilt out, leaving stains everywhere. Ballpoint pens Early ballpoint pens leaked and wrote poorly. Three inventors took almost sixty years to finally solve these problems in the early 1950s. Today two of them, Hungarian journalist Josef Laszlo Biro and French Baron Bich, are known for making the ballpoint pen cheap and reliable. Biro and Bic pens are still hugely popular and useful today. 1.What was the main problem with quill pens? A. They were too expensive. B. They required constant re-sharpening and easily stained the page. C. They could only be used by professional writers. D. They were made from rare bird feathers. 2.Which writing tool was widely used in classrooms when paper was not easily available? A. Brush pens. B. Fountain pens. C. Chalk. D. Ballpoint pens. 3.What can be inferred about ballpoint pens from the passage? A. They were invented before fountain pens. B. They were perfected in the early 1950s. C. They are no longer popular today. D. They were invented by a single person. 【文本导读】 本文是一篇说明性应用文，介绍了从羽毛笔到圆珠笔的书写工具发展历程。文章以时间顺序呈现了不同时期学生使用的书写工具及其优缺点，引导学生了解技术发展如何改变学习方式。 答案与解析： 1.答案：B 解析： 细节理解题。根据“Quill pens”部分，“The points needed constant re-sharpening”和“drops of ink often stained the page”说明羽毛笔需要不断削尖且容易弄脏页面，故选B。 2.答案：C 解析： 细节理解题。根据“Chalk”部分，“when paper was not easily available, chalk was widely used in classrooms”，故选C。 3.答案：B 解析： 推理判断题。根据“Ballpoint pens”部分，“Three inventors took almost sixty years to finally solve these problems in the early 1950s”说明圆珠笔在20世纪50年代早期被完善，故选B。 主题02 人与社会：文化、社会服务与人际沟通 Passage 1 （24-25高二下·河北秦皇岛市崇德实验中学·期末） Join the Sunshine Community Care Program! Are you looking for a meaningful way to give back to your community? The Sunshine Community Care Program is now recruiting volunteers to help support elderly residents living alone in our neighborhood. This is a wonderful opportunity to develop interpersonal skills while making a real difference in people’s lives. What We Do Our program focuses on providing companionship and practical assistance to seniors who live alone. Volunteers are matched with an elderly resident in their local area and visit them regularly. Activities may include: Having friendly conversations to reduce feelings of loneliness Helping with light household tasks such as grocery shopping Accompanying seniors to medical appointments Teaching basic digital skills like using smartphones or video calling Volunteer Requirements Aged 16 or above (no upper age limit) Able to commit 2-3 hours per week for at least 3 months Good communication skills and patience A caring attitude and willingness to learn Training and Support All new volunteers attend a one-day training session covering: Effective communication techniques with elderly people Understanding common age-related health issues Emergency procedures and safety guidelines Ongoing support is provided through monthly group meetings where volunteers can share experiences and learn from each other. How to Apply Visit our website at www.sunshinecommunity.org to download an application form. Complete the form and email it to volunteer@sunshinecommunity.org by March 15th. Shortlisted applicants will be invited for a brief interview. Testimonial “Volunteering with this program has changed my life. I’ve learned so much from Mrs. Chen, the 82-year-old lady I visit. She has the most amazing stories about her youth. I used to be shy, but now I feel confident talking to people of all ages.” — Li Wei, volunteer since 2024 Come join us! Your small act of kindness can make a big difference in someone’s world. 1.What is the main purpose of the Sunshine Community Care Program? A. To provide job opportunities for teenagers. B. To offer companionship and practical help to elderly residents living alone. C. To teach digital skills to young people. D. To organize social events for community members. 2.What is mentioned as a requirement for volunteers? A. Having previous volunteering experience. B. Being able to commit 2-3 hours per week for at least 3 months. C. Being over 18 years old. D. Owning a car for transportation. 3.What can we learn from Li Wei’s testimonial? A. Volunteering made him feel more confident in communicating with others. B. He found the training sessions unhelpful. C. He decided to stop volunteering after one year. D. He only enjoyed talking to people of his own age. 【文本导读】 本文是一则社区志愿者招募广告，介绍了“阳光社区帮扶计划”的具体内容、志愿者职责、报名方式等信息。文章通过清晰的结构和具体的要求，引导学生理解志愿服务的社会价值，培养社会责任感和人际沟通能力。 答案与解析： 1.答案：B 解析： 细节理解题。根据文章第二段第一句“Our program focuses on providing companionship and practical assistance to seniors who live alone”可知，该项目的主要目的是为独居老人提供陪伴和实际帮助，故选B。 2.答案：B 解析： 细节理解题。根据“Volunteer Requirements”部分，“Able to commit 2-3 hours per week for at least 3 months”是明确列出的要求之一，故选B。A项“过往志愿服务经历”未提及；C项“年满18岁”错误，实际要求是16岁；D项“拥有汽车”未提及。 3.答案：A 解析： 推理判断题。根据李伟的感言“I used to be shy, but now I feel confident talking to people of all ages”可知，志愿服务让他变得更加自信，能够与不同年龄段的人交流，故选A。 Passage 2 （24-25高二下·山东省青岛市第二中学·期末） Language Exchange Programme The Language Exchange Programme allows students in pairs to communicate in two different languages they wish to share and learn each week. Students record short entries after each partner meeting noting the language skills practised and the topics discussed. Each pair of students meets three times throughout the term with a teacher who decides if the exchange is effective. Students who successfully complete the programme will receive one credit each. Requirements for completion: One welcoming session on the second Friday of the term 18 weekly one-hour pair meetings Weekly progress reports for all pair meetings At least three pair-teacher meetings One five-minute final video Sign up! The sign-up and registration process is as follows: Students sign up and indicate the languages they can share and languages they are interested in learning. Based on the information entered by each student, potential pairs are identified. Proficiency levels are confirmed through coursework or placement tests. Once a pair has been determined to be suitable, the students will be contacted individually with a special permission number to register for the programme. Reminders: Signing up for the programme does not automatically mean that you will be able to register and participate. Pairs are matched by languages of interest and proficiency levels. Since there are many factors involved in the pairing process, not all students who sign up will be matched with a partner and be able to register for the programme. 1.In the programme, students will _________. A. chair daily meetings B. evaluate the exchange C. meet teachers each week D. practise their language skills 2.To complete the programme, students are required to _________. A. develop tests B. participate in 18 weekly pair meetings C. welcome new students D. work on weekly videos 3.What do students need to do during the registration? A. Indicate their languages of interest. B. Select their own coursework. C. Make individual contact. D. Choose their partners. 【文本导读】 本文是一篇应用文，介绍了一项语言交流项目的基本情况、参与要求、报名流程和注意事项。该项目允许学生两人一组学习对方的语言，通过每周会面和记录学习进展来提升语言能力和跨文化沟通技能。 答案与解析： 1.答案：D 解析： 细节理解题。根据第一段第一句“The Language Exchange Programme allows students in pairs to communicate in two different languages they wish to share and learn each week”可知，该项目的核心是让学生练习语言技能，故选D。 2.答案：B 解析： 细节理解题。根据“Requirements for completion”部分，“18 weekly one-hour pair meetings”是完成项目的明确要求之一，故选B。 3.答案：A 解析： 细节理解题。根据“Sign up!”部分第一点“Students sign up and indicate the languages they can share and languages they are interested in learning”可知，注册时需要表明自己感兴趣的语言，故选A。 主题03 人与自然：环境与探索 Passage 1 （24-25高二下·广东梅州市·期末） Olympic School & Group Environmental Science Our overnight environmental science program in Olympic National Park offers students the opportunity to engage in inclusive, hands-on learning experiences in the foothills of the Pacific Northwest‘s splendid Olympic mountains. Students explore an old growth forest, the Elwha River, and Lake Crescent, while challenging themselves physically, building meaningful relationships, and discovering a caring relationship with the natural world. Our Program’s Sample Day and Activities Morning: Gather in the dining hall for breakfast, pack backpacks, and prepare for the day. Instructional Day on Trail: Spend the day in small learning groups led by a professional educator. Students engage in lively scientific learning experiences in a safe and supportive environment. These experiences are designed to support students‘ social and emotional development. Sample Activities: Investigate old growth forests to evaluate the diversity of its living organisms. Bring earth science and geology to life through rock identification and interpretation of geologic maps. Explore the Elwha River to learn about environmental restoration and recovery. Hike to Mt. Storm King’s Lake Crescent lookout and observe impacts of altitude on a forest ecosystem. Afternoon: Return to campus to reflect, relax and unwind while school chaperones supervise. Early evening: A family-style dinner in the historic Rosemary Inn gives everyone a chance to share their trail stories. Rates and Availability Rate (Off-peak season is 9/1-3/31) Student Adult Off-peak Student Off-peak Adult 5-day, 5-night (Sun.-Fri. only) $610 $536 $548 $478 3-day, 3-night (Sun.-Wed. only) $402 $378 $370 $344 3-day, 2-night $332 $308 $302 $274 1.What will students do in the environmental science program? A. Participate in hands-on activities. B. Establish a new national park. C. Sharpen their skills in housework. D. Explore the history of the Olympics. 2.What is scheduled for early evening in the program? A. A guided forest tour. B. A hike from Lake Crescent. C. A family-style dinner. D. A lesson by the Elwha River. 3.How much should a parent and a kid pay for the 3-day, 2-night program on February 26? A. 576. B.640. C. 714 D.780. 【文本导读】 本文是一则应用文，介绍了一项在奥林匹克国家公园开展的环境科学项目。该项目通过丰富的户外实践活动，让学生亲身探索森林、河流和湖泊生态，在体验中建立与自然的联系，培养环境保护意识。 答案与解析： 1.答案：A 解析： 细节理解题。根据第一段“offers students the opportunity to engage in inclusive, hands-on learning experiences”以及整个项目的活动介绍（如森林考察、岩石识别、河流探索等）可知，学生们将参与动手实践活动，故选A。 2.答案：C 解析： 细节理解题。根据“Early evening”部分明确写道“A family-style dinner in the historic Rosemary Inn gives everyone a chance to share their trail stories”，可知傍晚安排的是家庭式晚餐，故选C。 3.答案：A 解析： 细节理解与计算题。2月26日属于Off-peak season（9/1-3/31）。根据价格表，3-day, 2-night项目：Off-peak Student为302，Off−peakAdult为274。两人合计302+274 = $576，故选A。 Passage 2 （24-25高二下·广西南宁市·期末） In a county of Britain, a pair of pig farmers has managed to feed one million bees by turning over half of their land to wildflowers. Four years ago, brothers Mark and Paul Hayward decided to fill 81 acres of their farm land with wildflowers. This week, a study found they were feeding one million bees at any time. “This was our target when we started, to grow enough flowers to feed one million bees. We have done it — it‘s a great achievement,” Mark Hayward said. The brothers’ project was part of a larger effort to address the sharp decline in bee populations across Britain, where 35 species of bees are at risk of extinction. The brothers say they have seen other wildlife return to their farm, including birds, butterflies and even deer. “We‘ve created a little oasis（绿洲）for nature. The wildflower area is buzzing with life from spring right through to autumn,” Paul Hayward added. “It’s a joy to see and hear all this activity on our farm.” The success of the Hayward brothers‘ project has attracted attention from farmers across the country. Many are now considering similar measures to help protect bees and other pollinators. The brothers have been invited to speak at farming conferences to share their experience. “You don’t need to turn all your land over to wildflowers. Even small changes can make a big difference,” Mark Hayward said. “If every farmer set aside just a small area for nature, the combined effect would be enormous.” 1.What did the Hayward brothers do four years ago? A. They sold their pig farm. B. They planted wildflowers on 81 acres of their land. C. They started a study on bee behavior. D. They bought more land for pig farming. 2.What has happened as a result of the brothers‘ project? A. The bee population in Britain has doubled. B. All 35 endangered bee species have recovered. C. Other wildlife like birds and butterflies have returned. D. They have stopped pig farming completely. 3.What is Mark Hayward’s advice to other farmers? A. Turn all farmland into wildflower fields. B. Focus only on raising pigs for profit. C. Even small areas set aside for nature can make a difference. D. Avoid inviting wildlife onto farms. 【文本导读】 本文是一篇新闻报道，讲述了英国一对养猪场兄弟将一半农场土地改种野花，成功养活了100万只蜜蜂的故事。文章展示了个人行动对生态保护的积极影响，引导学生思考人与自然和谐共处的方式。 答案与解析： 1.答案：B 解析： 细节理解题。根据第一段“Four years ago, brothers Mark and Paul Hayward decided to fill 81 acres of their farm land with wildflowers”可知，四年前兄弟俩决定在81英亩土地上种植野花，故选B。 2.答案：C 解析： 细节理解题。根据第三段“The brothers say they have seen other wildlife return to their farm, including birds, butterflies and even deer”可知，野花种植项目吸引了许多其他野生动物回归农场，故选C。 3.答案：C 解析： 细节理解题。根据最后一段“You don‘t need to turn all your land over to wildflowers...Even small changes can make a big difference”以及“set aside just a small area for nature”可知，Mark Hayward的建议是即使是小块区域也能产生积极影响，故选C。 主题01 人与自我：生活与学习，做人与做事 Passage 1 （24-25高二下·山东省青岛市第二中学·期末） Young students are often considered “digital natives,” with technology integrated into every aspect of their lives. While this can be an advantage in some situations, research has shown that the impact is not entirely positive—the Internet allows them to quickly find information at the cost of significant distraction in class. Without being attentive, students will be incapable of processing information, which means they‘re not going to be able to understand, analyse, criticise and come to some decision about the information. When students can’t seem to focus, a common idea among teachers is that short is good. Many teachers simply cut lessons into smaller pieces. Some teachers begin classes with mindfulness exercises when students need to concentrate. However, it turns out that any sort of “tech breaks” could counteract the desires to come back to study. Some teachers also choose to “meet students where they are” on platforms like YouTube. A 2018 study from Pearson found that students tended to stay away from physical books, preferring video as a source of information second only to teachers. By meeting students where they already engage and create, teachers can better catch attention. However, while some educators are welcoming technology in the classroom, multiple studies have shown more traditional classrooms can be more successful. A 2014 study found taking notes in longhand helped students retain information better than using a laptop. Researchers also point out switching between short teaching pieces too quickly could take valuable comprehension from the students. Students need time to engage with a topic before moving on. Even many tech advocates find value in traditional methods and suggest an integrated learning. They agree teachers‘ authority remains vital and the face-to-face interaction between students and teachers is still the primary component in the classroom. Technology will be favoured only when it improves a lesson in ways that are impossible offline. Success is no longer about knowing the most. Instead, it’s the ability to think critically and creatively, the very skills that digital media weakens by lowering attention spans. If you think of people who became successful in the tech world, it wasn‘t because they could code; it was because they could think. Digital natives will continue to eagerly adopt new media. Teachers have no choice but to upgrade themselves, not only to ensure students can access and take advantage of new technologies, but to educate students to succeed in a world constantly trying to distract them. 1.According to the passage, what is the negative impact of the Internet on students? A. It prevents them from finding information quickly. B. It causes significant distraction in class. C. It makes them prefer physical books. D. It improves their ability to criticise information. 2.What did the 2014 study find about note-taking? A. Using a laptop helped students retain information better. B. Taking notes in longhand was more effective for information retention. C. Note-taking method had no effect on learning outcomes. D. Students preferred typing to handwriting. 3.What is the main idea of the passage? A. Technology should be completely banned in classrooms. B. Digital media strengthens students‘ attention spans. C. Success in the tech world depends on coding skills. D. Teachers need to upgrade themselves to help students succeed in a distracting world. 【文本导读】 本文是一篇议论文，探讨了数字时代学生面临的注意力分散问题。文章分析了互联网对学生信息处理能力的负面影响，并对比了传统学习方式与现代技术辅助教学的效果，引导学生思考如何在数字时代保持深度思考能力。 答案与解析： 1.答案：B 解析： 细节理解题。根据第一段“the Internet allows them to quickly find information at the cost of significant distraction in class”，互联网的负面影响是导致课堂分心，故选B。 2.答案：B 解析： 细节理解题。根据第四段“A 2014 study found taking notes in longhand helped students retain information better than using a laptop”，手写笔记比使用笔记本电脑更有助于信息记忆，故选B。 答案：D 3.解析： 主旨大意题。文章最后一段指出“Teachers have no choice but to upgrade themselves, not only to ensure students can access and take advantage of new technologies, but to educate students to succeed in a world constantly trying to distract them”，核心观点是教师需要提升自己以帮助学生在分心的世界中成功，故选D。 Passage 2 （24-25高二下· 广东省潮州市高级中学·期末） Street Artists You Should Know Street art has evolved from simple graffiti into a recognized form of artistic expression. Here are four talented street artists from around the world whose works have captured public attention. Banksy (United Kingdom) Perhaps the most famous street artist in the world, Banksy is known for his satirical and politically charged works. The British street artist took the city by storm with his unexpected “Better Out Than In” project in New York. His identity remains unknown, which adds to his mystery and appeal. Banksy’s works often appear overnight on walls and buildings, challenging social norms and political systems. C215 (France) Born as Christian Guémy, C215 is a French street artist known for his incredible portraits. He usually paints local faces—ordinary people he meets on the street, including children, the elderly, and homeless individuals. His detailed and colorful portraits bring dignity to his subjects. C215‘s work can be found in cities across Europe, often in unexpected locations like mailboxes and electrical boxes. Hyuro (Argentina) Hyuro was an Argentine-born, Spain-based street artist whose large-scale murals (壁画) often dealt with themes of womanhood, motherhood, and social justice. She frequently explored the relationship between individuals and society. Her works are characterized by their emotional depth and use of black-and-white figures against colorful backgrounds. Hyuro’s art invites viewers to reflect on their own roles within their communities. Vhils (Portugal) Born as Alexandre Farto, Vhils is known for his unique technique of carving portraits into walls. Instead of painting onto surfaces, he removes layers of plaster and brick to create images. His works often explore themes of identity, urban life, and the passage of time. Vhils has created large-scale pieces in cities around the world, from London to Shanghai, each reflecting the local culture and history of its location. 1.What is unique about Banksy? A. He only paints in the United Kingdom. B. His identity remains unknown to the public. C. He uses bright colors in all his works. D. He only paints portraits of famous people. 2.What theme is commonly found in Hyuro‘s murals? A. Technology and the future. B. Womanhood, motherhood, and social justice. C. Sports and competition. D. Nature and environmental protection. 3.How does Vhils create his artworks differently from traditional street artists? A. He uses spray paint on canvas. B. He carves into walls by removing layers of plaster and brick. C. He creates digital projections on buildings. D. He uses only black and white paint. 【文本导读】 本文是一篇应用文，介绍了四位才华横溢的街头艺术家及其艺术风格。文章展示了艺术家如何通过街头艺术表达自我、传递信息，引导学生思考艺术与自我表达的关系。 答案与解析： 1.答案：B 解析： 细节理解题。根据Banksy部分，“His identity remains unknown, which adds to his mystery and appeal”，班克西的独特之处在于他的身份一直不为人知，故选B。 2.答案：B 解析： 细节理解题。根据Hyuro部分，“large-scale murals often dealt with themes of womanhood, motherhood, and social justice”，Hyuro的壁画主题常涉及女性身份、母性和社会正义，故选B。 3.答案：B 解析： 细节理解题。根据Vhils部分，“Instead of painting onto surfaces, he removes layers of plaster and brick to create images”，Vhils通过移除墙壁表面的灰泥和砖块层来雕刻图像，而非传统地在表面上绘画，故选B。 主题02 人与社会：文化、社会服务与人际沟通 Passage 1 （24-25高二下· 江苏南京·期末） Jane Jacobs spent her working life advancing a distinct vision of the city – in particular focusing on what makes a successful urban community. At the heart of her vision is the idea that urban life should be an energetic and rich affair, whereby people are able to interact with one another in dense and exciting urban environments. She prefers disorder to order, walking to driving, and diversity to uniformity. For Jacobs, urban communities are organic beings that should be left to grow and change by themselves and not be subject to the grand plans of so-called experts and officials. The best judges of how a city should be—and how it should develop—are the local residents themselves. Jacobs argues that urban communities are best placed to understand how their city functions, because city life is created and sustained through their various interactions. Jacobs notes that the built form of a city is crucial to the life of an urban community, especially the sidewalks. The streets in which people live should be a tight pattern of crossed sidewalks, which allow people to meet, talk, and get to know one another. Such a complex but ultimately enriching set of encounters helps individuals know their neighbours and neighbourhood better. Diversity and mixed-use of space are also, for Jacobs, key elements of this urban form. The commercial, business, and residential elements of a city should not be separated out but instead be side by side, to allow for greater integration of people. There should also be a diversity of old and new buildings, and people‘s interactions should determine how buildings get used and reused. Finally, urban communities grow better in places where a critical mass of people live, work, and interact. Such high-density spaces are, she feels, engines of creativity and vitality. They are also safe places to be, because the higher density means that there are more “eyes on the street”: shopkeepers and locals who know their area and maintain a close watch over the neighbourhood. 1.What does Jacobs find most important for a successful urban community? A. Efficient public transport. B. Strong interaction between people. C. Uniform style of buildings. D. A comparatively large population. 2.Who does Jacobs think should make decisions on urban development? A. Local residents. B. Government officials. C. City planners. D. Construction workers. 3.According to Jacobs, the “eyes on the street” bring a sense of _______. A. Pride B. comfort C. security D. urgency 【文本导读】 本文介绍了Jane Jacobs对成功城市社区的核心理念，强调人际互动、社区自治、街道设计和空间多样性对城市活力的重要作用。文章引导学生思考城市规划如何促进人际沟通，以及居民在社区建设中的主体作用。 答案与解析： 1.答案：B 解析： 细节理解题。根据第一段第二句“At the heart of her vision is the idea that urban life should be an energetic and rich affair, whereby people are able to interact with one another”可知，Jacobs认为成功城市社区的核心是人与人之间的互动，故选B。 2.答案：A 解析： 细节理解题。根据第二段“The best judges of how a city should be—and how it should develop—are the local residents themselves”可知，Jacobs认为城市发展决策应该由当地居民做出，故选A。 3.答案：C 解析： 推理判断题。根据最后一段“They are also safe places to be, because the higher density means that there are more ’eyes on the street‘”可知，“街道上的眼睛”带来的是安全感，security是对safe的同义转述，故选C。 Passage 2 （24-25高二下· 广东潮州市·期末） It was a busy evening at the airport. I was rushing to catch my flight home after a long business trip. When I arrived at the gate, the agent made an announcement: the flight was overbooked, and they were looking for volunteers to give up their seats in exchange for a $700 voucher and a later flight. At first, I hesitated. I was tired and just wanted to get home. But then I noticed a young couple with a crying baby looking anxious. A businessman was pacing back and forth, constantly checking his phone. An elderly woman looked confused about the whole situation. I walked up to the gate agent. “I’ll give up my seat,” I said. As she was processing my ticket, I was happy to see all the other passengers could now board their flight and I had been able to help. The new flight wasn’t leaving for another four hours. At first, I thought this would be a miserable wait. But as it turned out, I got a lot of work done. I answered emails, finished a report, and even started reading a book I’d been meaning to read for months. It was a wonderful silver lining. When I finally boarded the later flight, the agent called me over. “We’ve upgraded you to first class as a thank you for your cooperation,” she said with a smile. I couldn’t believe it. The seat was spacious, the meal was delicious, and I arrived home feeling refreshed rather than exhausted. Looking back, that small act of kindness—giving up my seat so a family could stay together—led to an unexpected chain of positive outcomes. Not only did I get a $700 voucher and a first-class upgrade, but I also learned an important lesson: when you help others, you often end up helping yourself, too. 1.Why did the author decide to give up his seat? A. He wanted to get a free upgrade to first class. B. He saw that other passengers needed the seat more than he did. C. He was not in a hurry to get home. D. He wanted to earn money from the voucher. 2.What does the underlined phrase “a wonderful silver lining” in paragraph 4 refer to? A. The author got a lot of work done during the wait. B. The author met an interesting person at the airport. C. The author received an upgrade to first class. D. The author’s family came to pick him up. 3.What is the main message of the passage? A. Traveling by plane often brings unexpected surprises. B. It is important to plan ahead for flight delays. C. Kindness and helping others can lead to positive outcomes. D. First-class upgrades are worth waiting for. 【文本导读】 本文是一篇记叙文，讲述作者在机场因主动让出超售航班的座位而获得意外回报的经历。文章体现了“善意传递，回报自然”的主题，引导学生理解社会服务与人际沟通中善意行为的意义和价值。 答案与解析： 1.答案：B 解析： 推理判断题。根据第三段，作者在看到带婴儿的年轻夫妇、焦虑的商人和困惑的老妇人后决定让出座位，并感到高兴“all the other passengers could now board their flight”，这说明作者让座是因为看到其他乘客更需要这个座位，故选B。 2.答案：A 解析： 词义猜测题。根据第四段，“I got a lot of work done. I answered emails, finished a report, and even started reading a book”，这些都是在等待期间完成的工作，说明作者高效利用了这段时间，这是一个积极的结果，故选A。 3.答案：C 解析： 主旨大意题。文章讲述了作者主动让座的善举最终带来了代金券和升舱的意外回报，结尾点明“when you help others, you often end up helping yourself, too”，核心主旨是善意会带来积极回报，故选C 主题03 人与自然：环境与探索 Passage 1 （24-25高二下· 山东青岛·期末） On a peaceful summer morning, a field of popular trees sway in the wind, and insects buzz around. At first sight, the scene seems calm, but the trees are actually under attack. Insects are feeding on their leaves, and the trees are defending themselves. Though plants can‘t run or hide, they have developed ways to fight back. When an insect begins to bite a leaf, the tree mounts defenses. It also quickly messages its neighbors: “We’re under attack! Get your defenses ready!” It even produces chemicals to repel the attackers and may attract other insects to help. These responses happen without us noticing, but scientists are discovering that plants can do things we once thought only animals could do. They communicate with each other, and form memories — all without a brain. Research has shown that plants can communicate in complex ways. In the 1980s, scientists discovered that injured trees could warn nearby trees of danger. When one tree was damaged, it made chemicals that sent a signal through the air to the others. This led to the idea of “talking” plants, opening up the field of plant communication. Plants can also learn and form memories. In one experiment, a plant called Mimosa pudica stopped reacting to harmless drops after repeated exposure. This suggests that plants can remember and adapt to their environment, even without a nervous system. These discoveries show plants are able to do far more than meets our eyes. But does this mean that plants are intelligent? Some scientists think so. Others are not so sure. The problem may trace to how we define words like “thinking” and “intelligence”. Elizabeth Van Volkenburgh, a plant biologist at the University of Washington, likes the term neurobiology. Technically, a plant lacks nerves. Still, it has a sensory system. But some scientists think the idea is a hard sell. After all, plants don‘t have nervous systems. Even now, this idea raises questions. 1.How does a tree defend itself against an insect attack? A. By releasing chemicals. B. By turning to the sunshine. C. By forming memories. D. By using warm air currents. 2.Why is the plant Mimosa pudica mentioned in paragraph 4? A. To erase some doubts. B. To support an opinion. C. To praise researchers. D. To make a comparison. 3.Which is the most suitable title for the text? A. Is Wildlife Sensitive? B. How Do Nervous Systems Work? C. Are Plants Intelligent? D. How Do Trees Survive Hot Weather? 【文本导读】 本文是一篇说明文，探讨了植物在受到昆虫攻击时的自我防御机制，以及植物之间进行交流、学习和形成记忆的能力。文章引入了一个科学争论：植物是否具有“智慧”？引导学生思考智慧的定义以及生物多样性的复杂性。 答案与解析： 1.答案：A 解析： 细节理解题。根据第二段“It even produces chemicals to repel the attackers and may attract other insects to help”可知，树木通过释放化学物质来驱赶攻击者并吸引天敌昆虫来帮助防御，故选A。 2.答案：B 解析： 推理判断题。第四段提到含羞草在经过反复触碰无害水滴后会停止反应，这个实验例子的目的是支撑“植物可以学习和形成记忆”这一观点，故选B。 3.答案：C 解析： 主旨大意题。全文围绕植物是否能进行交流、学习、记忆等行为展开，并在最后明确提出核心问题“does this mean that plants are intelligent?”，故选C。 Passage 2 （24-25高二下· 广西南宁·期末） Recently, a research on how a new virtual reality experience educated primary children about the fire disasters was done. It was developed by the University of South Australia, aiming to educate children to learn how to be safer in a fire. Focusing on children aged 10-12 years old, the new VR experience presents a situation where children are tasked to look after a friend‘s dog just before a fire event begins to unfold. They participate in a series of problem-solving activities to help save and protect themselves and the dog. The findings showed that more than 80 per cent of children reported that they felt more confident to calmly evaluate the options and make wise decisions to protect themselves from a fire. This is especially significant considering that 91 per cent of participants originally lacked any knowledge of fires, and that 67 per cent had said that they were too young to make safety decisions in a fire. The researchers believed such immersive VR experiences had real potential to engage, educate and empower the young. “As children born in digital times, they are engaged by such technology and they can experience events realistically yet within the safe environment,” said Delene Weber, one of the researchers. “Well-designed VR can provide an opportunity for children to apply newly acquired knowledge, strengthen their learnt concepts, and enable immediate feedback — all incredibly valuable learning tools.” Meanwhile, because children have fewer life experiences, aren‘t as physically strong, and are less likely to have learned much about fire safety, they’re often most at risk. Yet the capacity for children to contribute to fire safety at their household should not be underestimated. “Children do not need to be passive victims of disasters and with purpose-built virtual reality experiences such as these, we can help empower children to understand the risks and realize they can help,” said Weber. 1.How does the new VR experience try to educate children? A. By letting them solve virtual problems. B. By analyzing the causes of a fire event. C. By introducing a virtual friend to them. D. By guiding them to ask a dog for help. 2.What does Weber think of the new VR experiences? A. Unrealistic. B. Dangerous. C. Unnecessary. D. Significant. 3.What can be inferred from the last paragraph? A. Children are too young to help in fire emergencies. B. Children should be viewed as passive victims of disasters. C. VR experiences can help children understand risks and take action. D. Only adults should make safety decisions during fires. 【文本导读】 本文是一篇说明文，介绍了一项利用虚拟现实技术帮助儿童学习火灾逃生知识的创新项目。研究表明，超过80%的参与儿童在体验后更有信心做出安全决策。文章展示了科技在环境安全教育和自我保护能力培养方面的应用价值。 答案与解析： 1.答案：A 解析： 细节理解题。根据第二段“They participate in a series of problem-solving activities to help save and protect themselves and the dog”可知，VR体验通过让学生在模拟情境中参与问题解决活动来教育他们，故选A。 2.答案：D 解析： 观点态度题。根据第四段Weber所说“Well-designed VR can provide an opportunity for children to...all incredibly valuable learning tools”以及最后一段“we can help empower children”可知，Weber认为VR体验非常有价值，意义重大，significant符合其态度，故选D。 3.答案：C 解析： 推理判断题。根据最后一段Weber所说“we can help empower children to understand the risks and realize they can help”可知，VR体验可以帮助儿童理解风险并意识到自己能够采取行动，故选C。 / 学科网（北京）股份有限公司 $ 专题01阅读理解（应用文） 主题01 人与自我：生活与学习，做人与做事 Passage 1 （24-25高二下·河北秦皇岛市崇德实验中学·期末） Post from Paul on the “Answers 4U” website: I‘m really worried. No matter how hard I work, I can’t seem to understand my course material. I try and try, but nothing sinks in. I‘m starting to think there’s something wrong with me. Maybe I‘m just not cut out for this. I lie awake at night worrying that I’m going to fail. What‘s the point of even trying anymore? Reply from Sarah: Hi Paul, I hear your frustration, and I want to share a different way of thinking about this. First, the fact that you’re trying so hard tells me that you care deeply. That‘s not a weakness—it’s a strength. But I wonder if your fear of being “wrong” is actually getting in your way. I‘ve learned that real learning doesn’t happen when we‘re terrified of making mistakes. It happens when we give ourselves permission to explore, to be curious, to try things and fail. You mentioned wanting to understand the “right answer” to every question. But what if there isn’t always one single right answer? What if the process of thinking freely, without fear of judgment, is where real growth happens? My advice? Stop measuring yourself against some perfect standard that doesn‘t exist. Take a breath. Let yourself be a beginner. Ask the “stupid” questions. Make mistakes. That‘s not failure—that’s how learning actually works. You‘ve got this. Not because you’ll never struggle, but because you‘re willing to keep showing up. 1.What problem does Paul have? A. He worries about his career life. B. He considers himself not creative. C. He has difficulty understanding things. D. He will fail his course however hard he works. 2.What can we learn from Sarah’s reply? A. She doesn‘t understand why Paul is afraid. B. She believes each question has the right answer. C. She thinks people should often reflect on their ideas. D. She thinks people should think freely without fear of judgement. 3.From the passage we know that ________. A. Paul and Sarah are strangers B. Paul and Sarah have the same idea C. Paul and Sarah are college classmates D. Paul and Sarah are from the same place Passage 2 （24-25高二下·江苏省南京市金陵中学·期末） Writing across Time When students today need to take notes, they simply reach for their ballpoint pens. For students in the past, writing instruments were not so convenient. Quill pens Quill pens were made from large bird feathers. Students sharpened the quills with knives and then dipped them into pots of ink to write. The points needed constant re-sharpening and each dip of the quill provided only enough ink to write one word. Besides these problems, drops of ink often stained the page. Yet, people used quill pens for more than a thousand years. Can you imagine writing with a quill pen? Brush pens Chinese students traditionally used brush pens to practice writing characters. Unlike quill pens, brush pens had soft bristles that made smooth lines. Students dipped their brush pens in a pool of ink on an inkstone and then wrote. Chalk In the 19th and early 20th centuries, when paper was not easily available, chalk was widely used in classrooms. Teachers wrote with chalk on blackboards while students practiced writing and maths on their own slates (石板). Fountain pens In the 19th century, fountain pens finally replaced quills on school desks. However, even with fountain pens, ink still often spilt out, leaving stains everywhere. Ballpoint pens Early ballpoint pens leaked and wrote poorly. Three inventors took almost sixty years to finally solve these problems in the early 1950s. Today two of them, Hungarian journalist Josef Laszlo Biro and French Baron Bich, are known for making the ballpoint pen cheap and reliable. Biro and Bic pens are still hugely popular and useful today. 1.What was the main problem with quill pens? A. They were too expensive. B. They required constant re-sharpening and easily stained the page. C. They could only be used by professional writers. D. They were made from rare bird feathers. 2.Which writing tool was widely used in classrooms when paper was not easily available? A. Brush pens. B. Fountain pens. C. Chalk. D. Ballpoint pens. 3.What can be inferred about ballpoint pens from the passage? A. They were invented before fountain pens. B. They were perfected in the early 1950s. C. They are no longer popular today. D. They were invented by a single person. 主题02 人与社会：文化、社会服务与人际沟通 Passage 1 （24-25高二下·河北秦皇岛市崇德实验中学·期末） Join the Sunshine Community Care Program! Are you looking for a meaningful way to give back to your community? The Sunshine Community Care Program is now recruiting volunteers to help support elderly residents living alone in our neighborhood. This is a wonderful opportunity to develop interpersonal skills while making a real difference in people’s lives. What We Do Our program focuses on providing companionship and practical assistance to seniors who live alone. Volunteers are matched with an elderly resident in their local area and visit them regularly. Activities may include: Having friendly conversations to reduce feelings of loneliness Helping with light household tasks such as grocery shopping Accompanying seniors to medical appointments Teaching basic digital skills like using smartphones or video calling Volunteer Requirements Aged 16 or above (no upper age limit) Able to commit 2-3 hours per week for at least 3 months Good communication skills and patience A caring attitude and willingness to learn Training and Support All new volunteers attend a one-day training session covering: Effective communication techniques with elderly people Understanding common age-related health issues Emergency procedures and safety guidelines Ongoing support is provided through monthly group meetings where volunteers can share experiences and learn from each other. How to Apply Visit our website at www.sunshinecommunity.org to download an application form. Complete the form and email it to volunteer@sunshinecommunity.org by March 15th. Shortlisted applicants will be invited for a brief interview. Testimonial “Volunteering with this program has changed my life. I’ve learned so much from Mrs. Chen, the 82-year-old lady I visit. She has the most amazing stories about her youth. I used to be shy, but now I feel confident talking to people of all ages.” — Li Wei, volunteer since 2024 Come join us! Your small act of kindness can make a big difference in someone’s world. 1.What is the main purpose of the Sunshine Community Care Program? A. To provide job opportunities for teenagers. B. To offer companionship and practical help to elderly residents living alone. C. To teach digital skills to young people. D. To organize social events for community members. 2.What is mentioned as a requirement for volunteers? A. Having previous volunteering experience. B. Being able to commit 2-3 hours per week for at least 3 months. C. Being over 18 years old. D. Owning a car for transportation. 3.What can we learn from Li Wei’s testimonial? A. Volunteering made him feel more confident in communicating with others. B. He found the training sessions unhelpful. C. He decided to stop volunteering after one year. D. He only enjoyed talking to people of his own age. Passage 2 （24-25高二下·山东省青岛市第二中学·期末） Language Exchange Programme The Language Exchange Programme allows students in pairs to communicate in two different languages they wish to share and learn each week. Students record short entries after each partner meeting noting the language skills practised and the topics discussed. Each pair of students meets three times throughout the term with a teacher who decides if the exchange is effective. Students who successfully complete the programme will receive one credit each. Requirements for completion: One welcoming session on the second Friday of the term 18 weekly one-hour pair meetings Weekly progress reports for all pair meetings At least three pair-teacher meetings One five-minute final video Sign up! The sign-up and registration process is as follows: Students sign up and indicate the languages they can share and languages they are interested in learning. Based on the information entered by each student, potential pairs are identified. Proficiency levels are confirmed through coursework or placement tests. Once a pair has been determined to be suitable, the students will be contacted individually with a special permission number to register for the programme. Reminders: Signing up for the programme does not automatically mean that you will be able to register and participate. Pairs are matched by languages of interest and proficiency levels. Since there are many factors involved in the pairing process, not all students who sign up will be matched with a partner and be able to register for the programme. 1.In the programme, students will _________. A. chair daily meetings B. evaluate the exchange C. meet teachers each week D. practise their language skills 2.To complete the programme, students are required to _________. A. develop tests B. participate in 18 weekly pair meetings C. welcome new students D. work on weekly videos 3.What do students need to do during the registration? A. Indicate their languages of interest. B. Select their own coursework. C. Make individual contact. D. Choose their partners. 主题03 人与自然：环境与探索 Passage 1 （24-25高二下·广东梅州市·期末） Olympic School & Group Environmental Science Our overnight environmental science program in Olympic National Park offers students the opportunity to engage in inclusive, hands-on learning experiences in the foothills of the Pacific Northwest‘s splendid Olympic mountains. Students explore an old growth forest, the Elwha River, and Lake Crescent, while challenging themselves physically, building meaningful relationships, and discovering a caring relationship with the natural world. Our Program’s Sample Day and Activities Morning: Gather in the dining hall for breakfast, pack backpacks, and prepare for the day. Instructional Day on Trail: Spend the day in small learning groups led by a professional educator. Students engage in lively scientific learning experiences in a safe and supportive environment. These experiences are designed to support students‘ social and emotional development. Sample Activities: Investigate old growth forests to evaluate the diversity of its living organisms. Bring earth science and geology to life through rock identification and interpretation of geologic maps. Explore the Elwha River to learn about environmental restoration and recovery. Hike to Mt. Storm King’s Lake Crescent lookout and observe impacts of altitude on a forest ecosystem. Afternoon: Return to campus to reflect, relax and unwind while school chaperones supervise. Early evening: A family-style dinner in the historic Rosemary Inn gives everyone a chance to share their trail stories. Rates and Availability Rate (Off-peak season is 9/1-3/31) Student Adult Off-peak Student Off-peak Adult 5-day, 5-night (Sun.-Fri. only) $610 $536 $548 $478 3-day, 3-night (Sun.-Wed. only) $402 $378 $370 $344 3-day, 2-night $332 $308 $302 $274 1.What will students do in the environmental science program? A. Participate in hands-on activities. B. Establish a new national park. C. Sharpen their skills in housework. D. Explore the history of the Olympics. 2.What is scheduled for early evening in the program? A. A guided forest tour. B. A hike from Lake Crescent. C. A family-style dinner. D. A lesson by the Elwha River. 3.How much should a parent and a kid pay for the 3-day, 2-night program on February 26? A. 576. B.640. C. 714 D.780. Passage 2 （24-25高二下·广西南宁市·期末） In a county of Britain, a pair of pig farmers has managed to feed one million bees by turning over half of their land to wildflowers. Four years ago, brothers Mark and Paul Hayward decided to fill 81 acres of their farm land with wildflowers. This week, a study found they were feeding one million bees at any time. “This was our target when we started, to grow enough flowers to feed one million bees. We have done it — it‘s a great achievement,” Mark Hayward said. The brothers’ project was part of a larger effort to address the sharp decline in bee populations across Britain, where 35 species of bees are at risk of extinction. The brothers say they have seen other wildlife return to their farm, including birds, butterflies and even deer. “We‘ve created a little oasis（绿洲）for nature. The wildflower area is buzzing with life from spring right through to autumn,” Paul Hayward added. “It’s a joy to see and hear all this activity on our farm.” The success of the Hayward brothers‘ project has attracted attention from farmers across the country. Many are now considering similar measures to help protect bees and other pollinators. The brothers have been invited to speak at farming conferences to share their experience. “You don’t need to turn all your land over to wildflowers. Even small changes can make a big difference,” Mark Hayward said. “If every farmer set aside just a small area for nature, the combined effect would be enormous.” 1.What did the Hayward brothers do four years ago? A. They sold their pig farm. B. They planted wildflowers on 81 acres of their land. C. They started a study on bee behavior. D. They bought more land for pig farming. 2.What has happened as a result of the brothers‘ project? A. The bee population in Britain has doubled. B. All 35 endangered bee species have recovered. C. Other wildlife like birds and butterflies have returned. D. They have stopped pig farming completely. 3.What is Mark Hayward’s advice to other farmers? A. Turn all farmland into wildflower fields. B. Focus only on raising pigs for profit. C. Even small areas set aside for nature can make a difference. D. Avoid inviting wildlife onto farms. 主题01 人与自我：生活与学习，做人与做事 Passage 1 （24-25高二下·山东省青岛市第二中学·期末） Young students are often considered “digital natives,” with technology integrated into every aspect of their lives. While this can be an advantage in some situations, research has shown that the impact is not entirely positive—the Internet allows them to quickly find information at the cost of significant distraction in class. Without being attentive, students will be incapable of processing information, which means they‘re not going to be able to understand, analyse, criticise and come to some decision about the information. When students can’t seem to focus, a common idea among teachers is that short is good. Many teachers simply cut lessons into smaller pieces. Some teachers begin classes with mindfulness exercises when students need to concentrate. However, it turns out that any sort of “tech breaks” could counteract the desires to come back to study. Some teachers also choose to “meet students where they are” on platforms like YouTube. A 2018 study from Pearson found that students tended to stay away from physical books, preferring video as a source of information second only to teachers. By meeting students where they already engage and create, teachers can better catch attention. However, while some educators are welcoming technology in the classroom, multiple studies have shown more traditional classrooms can be more successful. A 2014 study found taking notes in longhand helped students retain information better than using a laptop. Researchers also point out switching between short teaching pieces too quickly could take valuable comprehension from the students. Students need time to engage with a topic before moving on. Even many tech advocates find value in traditional methods and suggest an integrated learning. They agree teachers‘ authority remains vital and the face-to-face interaction between students and teachers is still the primary component in the classroom. Technology will be favoured only when it improves a lesson in ways that are impossible offline. Success is no longer about knowing the most. Instead, it’s the ability to think critically and creatively, the very skills that digital media weakens by lowering attention spans. If you think of people who became successful in the tech world, it wasn‘t because they could code; it was because they could think. Digital natives will continue to eagerly adopt new media. Teachers have no choice but to upgrade themselves, not only to ensure students can access and take advantage of new technologies, but to educate students to succeed in a world constantly trying to distract them. 1.According to the passage, what is the negative impact of the Internet on students? A. It prevents them from finding information quickly. B. It causes significant distraction in class. C. It makes them prefer physical books. D. It improves their ability to criticise information. 2.What did the 2014 study find about note-taking? A. Using a laptop helped students retain information better. B. Taking notes in longhand was more effective for information retention. C. Note-taking method had no effect on learning outcomes. D. Students preferred typing to handwriting. 3.What is the main idea of the passage? A. Technology should be completely banned in classrooms. B. Digital media strengthens students‘ attention spans. C. Success in the tech world depends on coding skills. D. Teachers need to upgrade themselves to help students succeed in a distracting world. Passage 2 （24-25高二下· 广东省潮州市高级中学·期末） Street Artists You Should Know Street art has evolved from simple graffiti into a recognized form of artistic expression. Here are four talented street artists from around the world whose works have captured public attention. Banksy (United Kingdom) Perhaps the most famous street artist in the world, Banksy is known for his satirical and politically charged works. The British street artist took the city by storm with his unexpected “Better Out Than In” project in New York. His identity remains unknown, which adds to his mystery and appeal. Banksy’s works often appear overnight on walls and buildings, challenging social norms and political systems. C215 (France) Born as Christian Guémy, C215 is a French street artist known for his incredible portraits. He usually paints local faces—ordinary people he meets on the street, including children, the elderly, and homeless individuals. His detailed and colorful portraits bring dignity to his subjects. C215‘s work can be found in cities across Europe, often in unexpected locations like mailboxes and electrical boxes. Hyuro (Argentina) Hyuro was an Argentine-born, Spain-based street artist whose large-scale murals (壁画) often dealt with themes of womanhood, motherhood, and social justice. She frequently explored the relationship between individuals and society. Her works are characterized by their emotional depth and use of black-and-white figures against colorful backgrounds. Hyuro’s art invites viewers to reflect on their own roles within their communities. Vhils (Portugal) Born as Alexandre Farto, Vhils is known for his unique technique of carving portraits into walls. Instead of painting onto surfaces, he removes layers of plaster and brick to create images. His works often explore themes of identity, urban life, and the passage of time. Vhils has created large-scale pieces in cities around the world, from London to Shanghai, each reflecting the local culture and history of its location. 1.What is unique about Banksy? A. He only paints in the United Kingdom. B. His identity remains unknown to the public. C. He uses bright colors in all his works. D. He only paints portraits of famous people. 2.What theme is commonly found in Hyuro‘s murals? A. Technology and the future. B. Womanhood, motherhood, and social justice. C. Sports and competition. D. Nature and environmental protection. 3.How does Vhils create his artworks differently from traditional street artists? A. He uses spray paint on canvas. B. He carves into walls by removing layers of plaster and brick. C. He creates digital projections on buildings. D. He uses only black and white paint. 主题02 人与社会：文化、社会服务与人际沟通 Passage 1 （24-25高二下· 江苏南京·期末） Jane Jacobs spent her working life advancing a distinct vision of the city – in particular focusing on what makes a successful urban community. At the heart of her vision is the idea that urban life should be an energetic and rich affair, whereby people are able to interact with one another in dense and exciting urban environments. She prefers disorder to order, walking to driving, and diversity to uniformity. For Jacobs, urban communities are organic beings that should be left to grow and change by themselves and not be subject to the grand plans of so-called experts and officials. The best judges of how a city should be—and how it should develop—are the local residents themselves. Jacobs argues that urban communities are best placed to understand how their city functions, because city life is created and sustained through their various interactions. Jacobs notes that the built form of a city is crucial to the life of an urban community, especially the sidewalks. The streets in which people live should be a tight pattern of crossed sidewalks, which allow people to meet, talk, and get to know one another. Such a complex but ultimately enriching set of encounters helps individuals know their neighbours and neighbourhood better. Diversity and mixed-use of space are also, for Jacobs, key elements of this urban form. The commercial, business, and residential elements of a city should not be separated out but instead be side by side, to allow for greater integration of people. There should also be a diversity of old and new buildings, and people‘s interactions should determine how buildings get used and reused. Finally, urban communities grow better in places where a critical mass of people live, work, and interact. Such high-density spaces are, she feels, engines of creativity and vitality. They are also safe places to be, because the higher density means that there are more “eyes on the street”: shopkeepers and locals who know their area and maintain a close watch over the neighbourhood. 1.What does Jacobs find most important for a successful urban community? A. Efficient public transport. B. Strong interaction between people. C. Uniform style of buildings. D. A comparatively large population. 2.Who does Jacobs think should make decisions on urban development? A. Local residents. B. Government officials. C. City planners. D. Construction workers. 3.According to Jacobs, the “eyes on the street” bring a sense of _______. A. Pride B. comfort C. security D. urgency Passage 2 （24-25高二下· 广东潮州市·期末） It was a busy evening at the airport. I was rushing to catch my flight home after a long business trip. When I arrived at the gate, the agent made an announcement: the flight was overbooked, and they were looking for volunteers to give up their seats in exchange for a $700 voucher and a later flight. At first, I hesitated. I was tired and just wanted to get home. But then I noticed a young couple with a crying baby looking anxious. A businessman was pacing back and forth, constantly checking his phone. An elderly woman looked confused about the whole situation. I walked up to the gate agent. “I’ll give up my seat,” I said. As she was processing my ticket, I was happy to see all the other passengers could now board their flight and I had been able to help. The new flight wasn’t leaving for another four hours. At first, I thought this would be a miserable wait. But as it turned out, I got a lot of work done. I answered emails, finished a report, and even started reading a book I’d been meaning to read for months. It was a wonderful silver lining. When I finally boarded the later flight, the agent called me over. “We’ve upgraded you to first class as a thank you for your cooperation,” she said with a smile. I couldn’t believe it. The seat was spacious, the meal was delicious, and I arrived home feeling refreshed rather than exhausted. Looking back, that small act of kindness—giving up my seat so a family could stay together—led to an unexpected chain of positive outcomes. Not only did I get a $700 voucher and a first-class upgrade, but I also learned an important lesson: when you help others, you often end up helping yourself, too. 1.Why did the author decide to give up his seat? A. He wanted to get a free upgrade to first class. B. He saw that other passengers needed the seat more than he did. C. He was not in a hurry to get home. D. He wanted to earn money from the voucher. 2.What does the underlined phrase “a wonderful silver lining” in paragraph 4 refer to? A. The author got a lot of work done during the wait. B. The author met an interesting person at the airport. C. The author received an upgrade to first class. D. The author’s family came to pick him up. 3.What is the main message of the passage? A. Traveling by plane often brings unexpected surprises. B. It is important to plan ahead for flight delays. C. Kindness and helping others can lead to positive outcomes. D. First-class upgrades are worth waiting for. 主题03 人与自然：环境与探索 Passage 1 （24-25高二下· 山东青岛·期末） On a peaceful summer morning, a field of popular trees sway in the wind, and insects buzz around. At first sight, the scene seems calm, but the trees are actually under attack. Insects are feeding on their leaves, and the trees are defending themselves. Though plants can‘t run or hide, they have developed ways to fight back. When an insect begins to bite a leaf, the tree mounts defenses. It also quickly messages its neighbors: “We’re under attack! Get your defenses ready!” It even produces chemicals to repel the attackers and may attract other insects to help. These responses happen without us noticing, but scientists are discovering that plants can do things we once thought only animals could do. They communicate with each other, and form memories — all without a brain. Research has shown that plants can communicate in complex ways. In the 1980s, scientists discovered that injured trees could warn nearby trees of danger. When one tree was damaged, it made chemicals that sent a signal through the air to the others. This led to the idea of “talking” plants, opening up the field of plant communication. Plants can also learn and form memories. In one experiment, a plant called Mimosa pudica stopped reacting to harmless drops after repeated exposure. This suggests that plants can remember and adapt to their environment, even without a nervous system. These discoveries show plants are able to do far more than meets our eyes. But does this mean that plants are intelligent? Some scientists think so. Others are not so sure. The problem may trace to how we define words like “thinking” and “intelligence”. Elizabeth Van Volkenburgh, a plant biologist at the University of Washington, likes the term neurobiology. Technically, a plant lacks nerves. Still, it has a sensory system. But some scientists think the idea is a hard sell. After all, plants don‘t have nervous systems. Even now, this idea raises questions. 1.How does a tree defend itself against an insect attack? A. By releasing chemicals. B. By turning to the sunshine. C. By forming memories. D. By using warm air currents. 2.Why is the plant Mimosa pudica mentioned in paragraph 4? A. To erase some doubts. B. To support an opinion. C. To praise researchers. D. To make a comparison. 3.Which is the most suitable title for the text? A. Is Wildlife Sensitive? B. How Do Nervous Systems Work? C. Are Plants Intelligent? D. How Do Trees Survive Hot Weather? Passage 2 （24-25高二下· 广西南宁·期末） Recently, a research on how a new virtual reality experience educated primary children about the fire disasters was done. It was developed by the University of South Australia, aiming to educate children to learn how to be safer in a fire. Focusing on children aged 10-12 years old, the new VR experience presents a situation where children are tasked to look after a friend‘s dog just before a fire event begins to unfold. They participate in a series of problem-solving activities to help save and protect themselves and the dog. The findings showed that more than 80 per cent of children reported that they felt more confident to calmly evaluate the options and make wise decisions to protect themselves from a fire. This is especially significant considering that 91 per cent of participants originally lacked any knowledge of fires, and that 67 per cent had said that they were too young to make safety decisions in a fire. The researchers believed such immersive VR experiences had real potential to engage, educate and empower the young. “As children born in digital times, they are engaged by such technology and they can experience events realistically yet within the safe environment,” said Delene Weber, one of the researchers. “Well-designed VR can provide an opportunity for children to apply newly acquired knowledge, strengthen their learnt concepts, and enable immediate feedback — all incredibly valuable learning tools.” Meanwhile, because children have fewer life experiences, aren‘t as physically strong, and are less likely to have learned much about fire safety, they’re often most at risk. Yet the capacity for children to contribute to fire safety at their household should not be underestimated. “Children do not need to be passive victims of disasters and with purpose-built virtual reality experiences such as these, we can help empower children to understand the risks and realize they can help,” said Weber. 1.How does the new VR experience try to educate children? A. By letting them solve virtual problems. B. By analyzing the causes of a fire event. C. By introducing a virtual friend to them. D. By guiding them to ask a dog for help. 2.What does Weber think of the new VR experiences? A. Unrealistic. B. Dangerous. C. Unnecessary. D. Significant. 3.What can be inferred from the last paragraph? A. Children are too young to help in fire emergencies. B. Children should be viewed as passive victims of disasters. C. VR experiences can help children understand risks and take action. D. Only adults should make safety decisions during fires. / 学科网（北京）股份有限公司 $